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Module 4.1 - Why use video projects?

Video projects help capture and contextualize the world we live in. The attention of students in primary school is generally short, and video projects have an excellent influence of involvement for longer. If a video is produced by their colleagues, students are more motivated because:

to motivate students to learn

to inspire and engage students

to develop 21st century skills

technology skills

critical thinking

problem solving skills

cooperative learning

to offer a new way for students

to explore their creative side

- Engages students in the act of learning

Module 4.2 - Types of video projects

commercial

documentary

music video

reality show

storytelling

animation

story/poem

class movie

soap opera

parody

interview

Module 4.3 -PRE-PRODUCTION stage

Set up a topic

1. Who/Where/When/What?

2. Prepare a script

3. Costumes/props

4. Actors – talents

5. Engage all students

6. Team leader

Module 4.4-Creating a video – tools and apps

- Moovly

- Dvolver

- Kizoa.com

- iMovie

- Video

- Openshot.org

- Wevideo.com

- Get-puppet.coiosApp

- Windows Movie Maker

Free mobile apps for special effects

Creature FX

Action Movie FX

Quo Movie FX

Creating photo slideshow with music for free using freemake.com

´ 1. Download free slideshow maker
2. Add photos
3. Add music
4. Set final settings
5. Make a slideshow with music

´ Watch the final product together in class

Module 4.5-Lesson procedure – STORY/POEM

1. Bring a story/poem

2. Read it to your students

3. Work on vocabulary

4. Group work

5. Scenario

6. Time: 2 weeks

7. Engage all students

8. Facebook group/Edmodo group

9. Youtube/Vimeo

10. School film festival

Module 4.6-Bike ride – video projectWarm up questions:

Bike ride – video project

Warm up questions:

1. Do you like spending time outdoors?

2. Do you enjoy riding a bike/jogging/walking?

3. Where do you usually go?

4. Who do you usually go with?

5. Have you ever experienced anything unusual during your bike ride …?

LINK 2: Bike ride video

https://www.youtube.com/watch?v=_VLqgJ-wmhg

Lesson procedure – bike ride

1. Lead-in – your personal story.

2. Warm-up questions.

3. Video watching – what happened next?

4. Group work – students think about the plot.

5. Group presentation – speaking/vocabulary extension.

6. Grammar review – narrative tenses.

7. Story reading.

8. Video project: students record their own videos.

9. Time: 1 week

10. Group presentations.

11. Students vote for the best videos.

12. Group work – writing a story: What happened next?

Cyberbullying – music clip

´ Choose a song with meaningful lyrics

´ Set up a video project

´ Divide students into groups

´ Students prepare a scenario of a video which is based on the music clip

´ Help students with the scenes

´ Organise a film festival in your school and watch the final products together

Avril Lavigne – Skater Boy

https://www.youtube.com/watch?v=OPdMJEIp-Ds&t=8s

https://www.youtube.com/watch?v=OPdMJEIp-Ds&t=6s

ETpedia blog post – VIDEO PROJECTS

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3.1. What makes a PBL project powerful?  Children are the curriculum”
A lesson or a project which is designed as per the interests or the nature of children will inspire them to learn.  In Project Based Learning, teachers have to make learning come alive for students, because is a method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience.
As a result, students develop deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project. Project Based Learning unleashes a contagious, creative energy among students and teachers.
http://institute-of-progressive-education-and-learning.org/wp-content/uploads/2014/02/PBL-3.png

3.2. How to get a project idea?
A  Project Planner to support  the planning process have to have   five parts:
1. Project Overview: Key features of your project
2. Learning Goals: Standards, success skills, literacy skills, rubrics
3. Project Milestones: Significant steps in the project
4. Project Calendar: Day-by-day activities in the project
5. Lesson Planner: Supporting resource with guidance on planning daily lessons to meet the needs of all learners.
https://innobyte.com/wp-content/uploads/2017/04/web-mobile-services-Innobyte.png
3.3.  A PBL project must be integrated and multidisciplinary.

The transdisciplinary approach, is organized around student questions and concerns. It focuses on the theme as an end goal, where the disciplines are used as a way to achieve that end learning. Project-Based Learning (PBL) is a good example of a transdisciplinary approach. The theme in a PBL unit might be designing a better parking lot for the school after a fender bender during pick-up hours. In this service-learning type project, students would need to use math, science, literacy, and social skills (among others) to plan and present a new design. Meanwhile they would be implementing these skills in an authentic, real-life situation that will have real results, and afterward would reflect on the process and the effect of their work. In this type of work, students are the producers of knowledge rather than consumers. They see a problem, think of a solution, and produce the work involved to make that solution happen. The teachers are guides as the students ask questions that become the center of the curriculum.
During this process, teachers can incorporate many subjects into their project as they come up, allowing for implicit practice of each of the subject areas.
https://www.efdeportes.ctom/efd235/projec1.jpg

3.4. PBL projects and designing a project
Phase 1: Introducing the Driving Question
The instructional unit must have a strong driving question. Many practitioners also refer to this as an "essential question."
Phase 2: Introducing the Culminating Challenge
The culminating challenge needs to be some type of authentic assessment or performance in which students clearly demonstrate learning. Examples include a court, election simulation, authoring a children's book, developing a web site, a smart  town , etc. Phase 2 is also when students are provided with guided choice concerning the options for authentic role(s).
Phase 3: Developing Subject Matter Expertise
In this phase, individual and team tasks are created to lead students to success on both the culminating challenge and summative  assessment.
Phase 4: Doing the Culminating Challenge
Is the chance for students to demonstrate their learning in a performance assessment. Will be  very good if  are inviteted  the matter experts to help assess the quality of student work.

Phase 5: Debriefing the Culminating Challenge
If time allows, should be invited  some  subjects matter expert to participate in this experience. Immediate feedback from the expert can be especially powerful for students who routinely get the teacher's feedback on their performance.
Phase 6: Responding to the Driving Question
As the challenge cycle comes to a close,  the  students to respond to the driving question once again. They should have new vocabulary and a deep, conceptual understanding of the material covered during the cycle. The responses will be more sophisticated than those given on the first day of the cycle.
Phase 7: Summative Assessment
Whether this is a common summative assessment, district benchmark assessment, practice Advanced Placement exam or other unit test, a summative measure is an important way to assess student learning

3.5. How to Get Projects Off to a Good Start
Planning for project-based learning takes a lot of time and effort.
It have to create an engaging driving question to focus the inquiry.
It need to select and plan for products and authentic audiences while being mindful of voice and choice.
It  have to plan a great project launch.
It  must align the project to standards.

Next —the day-to-day work of students, the calendar of tasks and instructional activities. Because the students drive the learning, this aspect of planning can be difficult to map out.
3.6. Understand that driving questions are for the teachers and the students.
The questions that the teacher must ask the students should be clear, with a clear purpose, without ambiguity, for their proper orientation and thinking;
* need to understand why they are researching about  this project
* the direction of the students towards the task
* help with questions of encouragement
* help with proper planning
* questions to know what and why we do it
https://2.bp.blogspot.com/-7wT-N9N-UYE/VV1PyUocRSI/AAAAAAAAuic/ybHWc-d9dbo/s1600/1.png
A model :
https://i.pinimg.com/originals/55/a3/fe/55a3fe740a2f80a5bfcbb3046975d948.jpg
3.7.
The skills must be integrated in project if we want a good designed project for the students to experience skills.
3.8.
It is necessary to describe learning outcomes of a PBL project.If a teacher cannot describe learning outcomes clearly, it is because the idea of the project is not well understood.

3.9.
For the designing activities a teacher must keep in mind these elements: 21st century skills, In-Depth Inquiry, Need to Know, Voice and Choice, Critique and Revision.
21st century skills – critical thinking, collaboration, communication, and creativity/innovation
In-Depth Inquiry – extended, rigorous process of asking questions, using resources, and developing answers
Need to Know – gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create final products
Voice and Choice – students make some choices about the products to be created, how they work, and how they use their time
Critique and Revision – students give and receive feedback on the quality of their work, leading them to make revisions
What activities can students do during project-based learning?

Mini lessons
Workshops
Discussions
Written responses and reflections
Research
Creating a model
Labs
Experiments
Simulations
Creating/Adding to a final product
3.9.1.
Final product:

The final product is made by students to present the learning to an authentic audience at the end of the project. There are various types of final products. Keep students' interest at first for choosing a final products. There can be more than one final products in a PBL project. Check the list of final products below.

Written Products

Research report

Narrative

Letter

Poster

Brief

Proposal

Poem

Outline

Brochure

Blog

Pamphlet

Essay

Graphic novel

Editorial

Movie script

Presentation Products

Speech or debate

Public service announcement

Skit or play

Song/lyric

Musical piece

Oral report

Panel discussion

Dramatic reenactment

Documentary

Newscast

Discussion

Dance

Proposal

Exhibition

Media Products

Photo essay

Data display, infographic

Website, blog, wiki

Podcast - Audio & Video

Audiotape

Slide show

Videotape

Create an App

Voicethread

Go Web2.0

Glogster

Drawing

Painting

Sculpture

Collage

Map

Scrapbook

Oral history

Jing – Screencast instructional video

Construction Products

Physical model

Consumer product

System

Machine

Scientific instrument

Museum exhibit

Diorama

Planning Products

Proposal

Estimate

Bid

Blueprint

Flow chart

Timeline

Concept mapping

Module 3.9.2.

In order to facilitate assessment, a PBL project ends up on presentation of learning. There is a difference between presentation and presentation of learning, as we learnt earlier about the difference between a project and a PBL project. Choose an authentic audience for presentation of learning other than the school students and teachers.

Presentations of learning should include what students learned about:

the subject matter content.
planning, organizing, and implementing a project.
how they learn.
how their group functioned.
how they work in a group.

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 MODULE 1- Introduction & importance of project-based learning (PBL) and STE(a)M

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 MODULE 1- Introduction & importance of project-based learning (PBL) and STE(a)M

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1.1. The MOOC “Learning to Innovate” aims to implement project-based learning in classrooms and promoting STE(a)M education through project-based learning.
The course includes four modules;
1. Introduction & importance of project-based learning (PBL) and STE(a)M
2. Introduction and importance of 21st-century skills
3. Designing a PBL project
4. Implementing a PBL project
5. Additional module for editing and making videos by Magdalena Dygala.
1.2.  📌Padlet
Using  a Padlet to collaborate in collecting ideas, brainstorming, and more. This tool  is very useful  for  all activities !

1.3. Introduction to project-based learning (PBL)

So how can we transform our classrooms to bring out students from passive learning and boring classroom environment. The answer is Project-Based Learning" (PBL).
It may look that PBL is a new approach to learning when it is infused with technology.
Project Based Learning (PBL) prepares students for academic, personal, and career success, and readies young people to rise to the challenges of their lives and the world they will inherit.
Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience.
https://youtu.be/crMM4z3oKmQ

Module 1.4  - What is STEM Education?

STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications.
https://youtu.be/5GWhwUN9iaY
https://www.stemconnector.com/sites/default/files/store/STEM-Students-STEM-Jobs-Executive-Summary.pdf?fbclid=IwAR3G9cqkE5W-Fl0Eq9AsfPfd9yLyK30CpAVc48wWMXz23rhoi-RAF8-VhzY

STEM jobs do not all require higher education or even a college degree. Less than half of entry-level STEM jobs require a bachelor's degree or higher. However, a four-year degree is incredibly helpful with salary — the average advertised starting salary for entry-level STEM jobs with a bachelor's requirement was 26 percent higher than jobs in the non-STEM fields, according to the STEM connect report. For every job posting for a bachelor's degree recipient in a non-STEM field, there were 2.5 entry-level job postings for a bachelor's degree recipient in a STEM field.

Module 1.5 --PBL and STEAM Education:

1. Real-World, authentic problems, and contexts

STEM and PBL philosophies both focus on this specific facet of preparing students for life after school. In order for students to be ready to solve the complex challenges and problems that exist in our world, they have to have had the opportunity to practice doing so.
2.) Interdisciplinary approach

One of the hallmarks of STEM education is that students no longer study and practice science, math or engineering in isolation. Rather, teachers are now asked to engage students in thought-provoking work that requires them to utilize and make connections among their learning. In similar fashion, the goal of PBL in modeling real-world problems and challenges is to get students to begin to understand that issues in the real-world are rarely connected to one single subject.
3.) Skills needed for success in the workplace

While the definition provided for PBL defines it more explicitly, one of the main goals of both a PBL and STEM approach to learning is that students leave schools prepared with the skills they need in the workplace.

Module 1.6-- PBL

The difference between a simple Project and Project based learning is that at the  Project based learning, students thought analyze, explore, collaborate,  investigate, acquire experience and knowledge that are more useful in everyday life.
Projects in the classroom are as old as the classroom itself.
“Projects” can represent a range of tasks that can be done at home or in the classroom, by parents or groups of students, quickly or over time. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction that the end-product itself.

The learning process is also personalized in a progressive PBL environment by students asking important questions, and making changes to products and ideas based on individual and collective response to those questions. In PBL, the projects only serve as an infrastructure to allow users to play, experiment, use simulations, address authentic issues, and work with relevant peers and community members in pursuit of knowledge.

By design, PBL is learner-centered. Students don’t simply choose between two highly academic projects to complete by a given date, but instead use the teacher’s experience to design and iterate products and projects–products and projects that often address issues or challenges that are important to them.

https://scontent.fotp3-1.fna.fbcdn.net/v/t1.0-9/67812987_10213897125256746_2156996777222340608_n.jpg_nc_cat=110&_nc_oc=AQmJKlerF11F4OsKVUSnMy3qFsKiuulLHafRdsvDdWTFTVwhFb05iz2HEm-mKo1MBHo&_nc_ht=scontent.fotp3-1.fna&oh=600a2abc9632f4bc12f35483b73c89e4&oe=5DB9E037

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MODULE 2 -Introduction and importance of 21st-century skills

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MODULE 2 -Introduction and importance of 21st-century skills

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MODULE 2.1
What are the 21st-century skills? Do you think these are just about computer and technology?
While each framework has slightly different list of critical 21st century skills, all agree on four critical areas for development:
Collaboration and teamwork
Creativity and imagination
Critical thinking
Problem solving
These skills could be valuable to a new high school graduate and to employers, as well as how these skills can easily interact with one another.  .

“More than technological expertise, 21st century skills refer to content knowledge, literacies and proficiencies that prepare individuals to meet the challenges and opportunities of today’s world.
https://i.pinimg.com/originals/6e/54/d9/6e54d9618d93324d2a60b81613867fc4.jpg
Life & Career Skills
• Flexibility & Adaptability
• Initiative & Self-Direction
• Social & Cross-Cultural Skills
• Productivity & Accountability
• Leadership & Responsibility

MODULE 2.2.
A 21st century classroom must engage and energize both natives and non-natives, preparing all students to be active participants in our exciting global community.

In order to fully participate in today’s global community, students must also master the 4 C’s – creativity, critical thinking, communication, and collaboration.

So often, when we talk about change in the classroom, we simply add one more thing to the list of topics we expect educators to cover. However, as you constructivists out there know, learning is activated when we help our students uncover information, not simply cover it for them.
creativity - collaboration - critical thinking -communication.
When we think about bringing the 4 C’s into our classroom, we don’t need to “add” a thing. The best way to help students master these skills is to change HOW we teach and learn in our classrooms. It is the process of learning, not the content of learning, that addresses the 4 C’s.
We can help students build creativity and critical thinking by the types of questions we ask them to respond to.  With all of the information that can easily be found online, we no longer need to have students think of things, but think about them.
Students should be building communication skills that reflect the media rich world they are surrounded by. Rather than writing an essay or a report about a subject they are learning, the students  have to work for solving  a problem and let them share their solution using formats they see in the world around them, such as digital stories, eBooks, virtual museums, video journals, news broadcasts, and interactive games.

https://www.slideshare.net/brianhousand/the-4-cs-intro

MODULE 2.3
How School Trains Us To Fail In The Real World
Instead of learning critical life skills on how to manage money, how to negotiate, or how to communicate, kids are mostly taught to memorize information. This is helpful to learn, but not at the cost of not learning critical life skills. Many people put these “life” skills on the onus of the parents to teach their kids, but not all parents are qualified to teach these lessons, and many assume that school is “enough learning.” The school system would be a perfect place to learn these indispensable skills.
Why is it positioned as such when it lacks personal growth training, financial management training, communication training, emotional intelligence training, and healthy living training? Psychology is the closest course to any of these, but it’s mostly in college and typically optional.
You could come up with a few examples of where these skills are taught in school, or where some wisdom is imparted by a particularly great teacher. But this is a general problem of focus that schools have. Schools are not set up to teach us what matters most.
School (noun) — A place where students suck on an information teat instead of learning how to feed themselves.
Here’s what I would love to see changed. What do you think?
Classes for important life skills — money management, interpersonal communication, miscellaneous psychology, habits, goals, etc.
Incorporation into existing classes — in math, will be  good if  to speak about smart credit card usage,   how to build credit, how to pick the right health insurance, why new cars are a horrible investment, etc.
Will be  very good  for starting to teach  this sooner than college. Not everyone goes to college, but everyone needs to know this stuff.

MODULE 2.4. - Why aren’t life skills taught at school?
https://youtu.be/SA2cvyIwqkE
The core reasons why you should learn to learn are so that 1.) to can discover what doesn’t work well for learning,
2.) to can know what are the most effective techniques that do work for learning, and
3. to can become aware of how important lifestyle factors are for our memory.
Basically learning how we learn will show you how you go from being exposed to a new concept to eventually forming long-term neurological connections that we call memory you can use.

Learning skills are key for both students and today’s knowledge workers as well as just about anyone who needs to pick up and master new concepts frequently.
The fact is that most of us have to deal with a changing world and learning and dealing with new information are critical skills.
MODULE 2.5.
Questions
1. What are the 21st-century skills? Do you think these are just about computer and technology?
- Critical thinking, collaboration, communication, cooperation in a team,  IT skills, flexibility
2. Write what did you learn in the video in module 2.2 "The Four C's: Making 21st Century Education Happen:"?
- In this video I learned about the importance of the 4C s in the educational process  trough  examples.
3. Write at-least three skills other than the 4 C's, which you think are crucial to teach today's students in order to prepare them for college and workplace.
- Flexibility, creativity , self-evolution